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Early Educators Pursue Degree Attainment Despite Low Compensation

The month of May signals the season for commencement
exercises at colleges and universities nationwide. As students walk proudly across
the stage in cap and gown, triumphantly moving the tassel on their mortarboard to
symbolize academic achievement, it is important to recognize degree attainment
roadblocks that the early care and education (ECE) field face.

Why are early educators more deserving of special acknowledgment for degree completion than other non-traditional, working students?

First, one should consider the shared traits of this workforce with college non-completers. The ECE workforce, much like the college non-completer, typically has dependent children, low income, works full-time, attends college part-time and is financially independent from parents.

Despite how closely they mirror college non-completers, degree attainment is not impossible. The 2015Working in Early Care and Education in North Carolina Study reported 63 percent of teachers had a college degree. Additionally, 17 percent of teachers were taking courses in the ECE field with 60 percent of them working towards an associate or bachelor’s degree.

Unfortunately, degree attainment rarely means significant compensation
gains. The median wage for ECE teachers was $10.46 compared to $17.61 starting
wage of public school teachers in North Carolina. Additionally, over 70 percent of the
workforce’s household income was below the $46,784 North Carolina median
household income. Moreover, 39 percent of teachers received some public
assistance in the previous three years.

Workforce supports, such as the T.E.A.C.H. Early Childhood® scholarship and Child Care WAGE$® salary supplement programs that help early educators access formal education and reward their retention, are crucial. Research shows degrees are linked to quality care, and maternal education has been linked to better child outcomes. Therefore, support for degree attainment in the ECE field should remain a priority.